Introduction
- The
undergraduate bioengineering
laboratory class (BENG 172) is designed to teach students the skills
necessary
to solve biological and
physiological problems through engineering principles
and methods.
- While
the experiments in BENG 172 have
allowed students to practice hands-on bioengineering techniques, there are
certain deficiencies inherent in the course that affect the students’
learning
and retention of information.
- The
problem we are addressing is that
some experiments in BENG 172 are unable to maximize students’
understanding of
the application of bioengineering concepts due to their lack of time
efficiency
and reliability of results.
- Our goal
was to design a new laboratory module that would produce reliable results,
incorporate human biology as well as engineering principles, and be concise
enough to be completed comfortably within the allotted
time.
Methods and
Materials
•We
proposed three design alternatives
for BENG 172:
•Redesign
of
the existing hydrogel
laboratory
•Redesign
of
the existing hematocrit
laboratory
•Create
a new respiration laboratory
•Each
alternative
was given a score in
categories such as safety, performance, reliability, compatibility, and
enjoyability.
Respiratory laboratory equipment and
configuration
Figure 1: Subject wearing nasal thermocouple and inductance
belt
Figure 2: Respiratory signals on oscilloscope
measured with inductance belt
•The
respiratory laboratory scored
highest in the decision matrix and involves heat transfer and lung capacity
using two methods:
•The
first method uses a
thermocouple that is inserted in the nasal/oral cannula. The thermocouple
measures temperature change between two objects. The temperature change
produced from each breath is obtained as a voltage change detected by the
thermocouple.
•The
second method utilizes a simple
induction belt tied around the subject’s abdominal region, which measures
tidal
volume through normal breathing. The belt allows for measurement of change
in resistance as the abdominal region
expands and pushes outwards on the belt, which consequently results in a
change
in voltage.
Results
Figure 3: Results following the procedure of new
laboratory
Discussion -
The
proposed respiratory laboratory generated quantifiable data within the three
hour limit.
-
Differences
in various lung volumes and temperature changes were adequately visualized on
the equipment.
-
The
data was consistent across three subjects and across trials within the same
subject.
-
Protocol
utilized concepts not covered in the other modules of BENG
172.
-
No
safety concerns were experienced throughout the testing of the new
design.
Conclusion - Application
of bioengineering concepts in an educational laboratory setting with reliable
results serves to aid in the learning of undergraduate
students.
- The
respiratory laboratory is able to integrate fundamental theory with practical
problems and can be performed adequately by students.
- Ongoing
work
- Improve
signals obtained by the inductance belt and nasal
thermocouple
- Test
on other teams of undergraduate students
References 1.CleveLaboratorys
Laboratory Course System, 2006.
2.Physiol Pharmacol, Can J., 1986.
3.Eletramed Corporation,
2013.
Acknowledgements - Dr. Marcos
Intaglietta
- Dr. Melissa K.
Micou
- Dr. John T.
Watson
- BENG 187
TA's
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